Auditory Processing Problems in Autism
[Written by Stephen M. Edelson, Ph.D. Center for the Study of Autism, Salem,
Oregon.]
http://www.autism.org//auditory.html
Autistic individuals typically have problems processing auditory
information. One auditory processing problem occurs when a person hears
speech sounds but he/she does not perceive the meaning of the sounds. For
example, if someone says the word 'shoe,' the person may hear the speech
sound, but he/she does not understand the meaning of the sound. Sometimes
the lack of speech comprehension is interpreted by others as an
unwillingness to comply. However, the person may not be able to retrieve the
meaning of the sound at that particular time.
Eric Courchesne of the University of California at San Diego has found
significant impairments in auditory processing in autistic individuals using
P300 brain wave technology (see Courchesne, 1987 for a review). The P300
brain wave occurs 300 milli-seconds after the presentation of a stimulus.
(The 'P' refers to the positive polarity of the brain wave.) The P300 is
associated with cognitive processing, and this brain wave is considered an
indication of long-term memory retrieval (Donchin, Ritter, & McCallum,
1978). Edelson et al. (1999) examined auditory P300 activity prior to and
three months following auditory integration training (AIT).
Three autistic individuals participated in the experimental AIT group
and two autistic individuals participated in a placebo group. Prior to AIT,
all five individuals had abnormal auditory P300 activity, indicating an
auditory processing problem. Three months following AIT, the results showed
dramatic improvement in P300 activity for those who received AIT (i.e., a
normalization of P300 activity) and found no change in those who received
the placebo.
We do not know the underlying reason for auditory processing problems
in autism; however, autopsy research by Drs. Bauman and Kemper have shown
that an area in the limbic system, the hippocampus, is neurologically
immature in autistic individuals (Bauman & Kemper, 1994).
The hippocampus is responsible for sensory input as well as learning
and memory. Basically, information is transferred from the senses to the
hippocampus, where it is processed and then transferred to areas of the
cerebral cortex for long-term storage. Since auditory information is
processed in the hippocampus, the information may not be properly
transferred to long-term memory in autistic individuals.
Auditory processing problems may also be linked to several autistic
characteristics. Autism is sometimes described as a social-communication
problem. Processing auditory information is a critical component of
social-communication. Other characteristics that may be associated with
auditory processing problems include: anxiety or confusion in social
situations, inattentiveness, and poor speech comprehension.
Interestingly, those individuals who do not have auditory processing
problems are often 'auditory learners.' These children do very well using
the Applied Behavior Analysis (ABA) approach, whereas those who are visual
learners do not do as well with this approach (McEachin, Smith and Lovaas,
1993). Given this, one might suspect that many visual learners have auditory
processing problems and that visual learners will do quite well with a
visual communication/instruction approach.
It is also possible to provide visual support with ABA programs that
have an auditory component. In this way, the visual learner can process the
auditory information more easily.
The better autistic children understand auditory information, the
better they can comprehend their environment, both socially and
academically. The better we understand the autistic child, the better we can
develop ways to intervene in an effective manner.
Author: Stephen M Edelson
Source: ASAASC2000
